EDUCATOR'S GUIDE GRADES 2-6 - Children's Water Education Festival
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EDUCATOR’S GUIDE
GRADES 2-6
Created in Partnership with Disney’s Animals, Science and Environment
IN THEATERS EARTH DAY 2019
Educator’s Guide | Grades 2-6
Disneynature’s all-new feature film Penguins is a coming-of-age
story about an Adélie penguin named Steve who joins millions of
fellow males in the icy Antarctic spring on a quest to build a suitable
nest, find a life partner and start a family. None of it comes easily
for him, especially considering he’s targeted by everything from killer
whales to leopard seals, who unapologetically threaten his happily
ever after. From the filmmaking team behind Bears and Chimpanzee,
Disneynature’s Penguins opens in theaters nationwide
in time for Earth Day 2019.
Further Explore the World of Penguins
The Disneynature Penguins Educator’s Guide includes
multiple standards-aligned lessons and activities
targeted to grades 2 through 6. The guide introduces
students to a variety of topics, including:
• Animal Behavior • Biodiversity • Making a Positive
and Natural History • Earth’s Systems Difference for
• Habitat and Ecosystems Wildlife Worldwide
• Culture and the Arts
EDUCATOR’S GUIDE OBJECTIVES
3 Increase students’ 3 Enhance students’ 3 Promote life-long 3 Empower you and
knowledge of the viewing of the conservation values your students to create
amazing animals and Disneynature film and STEAM-based positive changes for
habitats of Antarctica Penguins and inspire skills through outdoor wildlife in your school,
through interactive, an appreciation for the natural exploration and community and world.
interdisciplinary and wildlife and wild places discovery.
inquiry-based lessons. featured in the film.
Disney.com/nature
Content provided by education experts at Disney’s Animals, Science and Environment
2
© 2019 Disney Enterprises, Inc.
Contents
Educational Standards ............................................................................................................................................ 4
Penguins Overview ................................................................................................................................................... 8
LESSON PLAN 1: FAMILY LIFE CYCLE .................................................................................................................. 9
Grades 2-3: Family Life Cycle Story Stones ................................................................................................ 10
Grades 2-3: Penguin Paper Mosaic .................................................................................................................12
Grades 4-6: Family Life Cycle Story Cups.....................................................................................................13
Grades 4-6: Penguin Pebble Mosaic ...............................................................................................................15
Grades 4-6 | Extension: Find Your Family The Adélie Penguin Way ................................................... 16
Grades 4-6 | Extension: Nests Take Shape: Platonic Solids ....................................................................17
LESSON PLAN 2: ANTARCTICA .......................................................................................................................... 20
Grades 2-6: Weather & Climate Of Antarctica ............................................................................................21
Grades 4-6: Draw Animals To Scale ...............................................................................................................24
Grades 4-6: Antarctica Size & Maps ..............................................................................................................26
Grades 2-3 | Extension: From Here To Antarctica: Contrasting Seasonal Landscapes ................. 30
LESSON PLAN 3: EXPLORATION ........................................................................................................................32
Grades 2-3: Looking Through The Spyglass ...............................................................................................34
Grades 4-6: Antarctica Explorer Scrapbooks .............................................................................................37
Grades 2-6 | Extension: A Modern Antarctic Explorer .............................................................................39
LESSON PLAN 4: PENGUINS IN PERIL .............................................................................................................. 41
Grades 2-3: Antarctic Predator Adaptations ..............................................................................................42
Grades 2-3: Adaptation Survival Stories ......................................................................................................43
Grades 4-6: Conceptual Models For Human Made Adélie Penguin Perils .........................................45
Grades 4-6: Recycled Plastics Penguin Sculpture .....................................................................................47
LESSON PLAN 5: MOVEMENT AND MIGRATION .......................................................................................... 49
Grades 4-6: Where Do Adélie Penguins Migrate In Winter? ................................................................. 50
Grades 4-6 | Extension: Can You Waddle Like An Adélie Penguin? ....................................................52
LESSON PLAN 6: ADAPTATIONS ........................................................................................................................54
Grades 2-3: Adélie Penguin Surveys .............................................................................................................55
Grades 4-6: Infographics: Show, Don’t Tell ..................................................................................................59
Glossary ..................................................................................................................................................................... 61
Resources ...................................................................................................................................................................63
Acknowledgments
Disney’s Animals, Science and Environment would like to take this opportunity to thank the amazing teams that came together to develop the Disneynature
Penguins Educator’s Guide. It was created with great care, collaboration and the talent and hard work of many incredible individuals. A special thank you
to Dr. Mark Penning and the teams at Disney’s Animal Kingdom for sharing all of their knowledge and insuring the accuracy of the information. These
materials would not have happened without the diligence and dedication of Dr. Lizabeth Fogel from The University of Southern California and Kyle Huetter
who worked side-by-side with the filmmakers, scientists and educators to help create these compelling lessons and activities. A big thank you to Lacee
Amos for writing the marvelous background information along with Hannah O’Malley, Elyssa Finkelstein and Michelle Mayhall for their outstanding work
editing content and gathering additional primary sources. Thanks to Leslie Sedon, Dr. Jason Fischer, Dr. Gina Ferrie, James Mejeur and Dr. Andy Stamper for
reviewing all the materials. The interdisciplinary and holistic approach to this guide could not have happened without the special talents of Drs. Linda Labbo
& John Olive, Professors of Emeritus at The University of Georgia, Dr. NaJuana Lee from Fulton County School, Georgia, Dr. Sherry Field from The University
of Texas, Austin and Dr. Todd Hutner from The University of Alabama. Lastly, thank you to Paul Baribault, Noah Duman and Beatriz Ayala at The Walt Disney
Studios for their help and unwavering support of this project.
Allyson Atkins
Education Line of Business Manager
Disney’s Animals, Science and Environment
3
© 2019 Disney Enterprises, Inc.
Educational Standards
FIND YOUR FAMILY
FAMILY LIFE CYCLE PENGUIN FAMILY LIFE CYCLE PENGUIN PEBBLE NESTS TAKE SHAPE:
Standards STORY STONES PAPER MOSAIC STORY CUPS MOSAIC
THE ADÉLIE
PLATONIC SOLIDS
Alignment Chart Grades 2-3 • p. 10 Grades 2-3 • p. 12 Grades 4-6 • p. 13 Grades 4-6 • p. 15
PENGUIN WAY
Grades 4-6 • p. 17
Grades 4-6 • p. 16
From Molecules to 4-LS1-1; LS1.A; 4-LS1-2; LS1.D;
Organisms: Structure 3-LS1; LS1.B 4-LS1-1; LS1.A
and Process MS-LS1-8
Ecosystems: Interactions,
3-LS2-1; LS2.D
SCIENCE
Energy and Dynamics
Engineering Design
3-5-ETS1-2; ETS1.B; 3-5-ETS1-3;
K-2-ETS1-2; ETS1.B ETS1.C; MS-ETS1-2; MS-ETS1-4
Biological Evolution:
Unity and Diversity 3-LS4-3; LS4.D
ENGLISH LANGUAGE ARTS
ELA - SL Comprehension 4-SL1a.b.c.d; 5-SL1a.b.c.d;
and Collaboration 2-SL2; 2- SL3; 3-SL1a.b 6-SL1a.b.c.d
ELA - SL Presentation of 2-SL4; 2- SL5; 2- SL6; 3-SL4; 4-SL4; 4-LS5; 4-SL6; 5-SL4;
Knowledge and Ideas 3-SL5; 3-SL6 5-SL5; 5-SL6; 6-SL4; 6-SL5; 6-SL6
ELA - W Text Types
and Purposes 2-W2
Math - Measurement
and Data 4.MD1,3; 5.MD3
MATH
Math - Geometry 5.G1; 3; 6.G1; 4
Arts - Visual Arts Creating:
Anchor Standard 1 2-CR1.2.2a; 3-CR1.2.3a 2-CR1.2.2a; 3-CR1.2.3a
ART
Arts - Visual Arts Creating: 4-CR2.1.4a; 5-CR2.1.5a; 4-CR2.1.4a; 5-CR2.1.5a;
Anchor Standard 2 2-CR2.3.2a; 3-CR2.3.3a 2-CR2.3.2a; 3-CR2.3.3a 6-CR2.1.6a 6-CR2.1.6a
Arts - Visual Arts Creating:
Anchor Standard 9 2-RE9.1.2a 2-RE9.1.2a
(continued)
4 © 2019 Disney Enterprises, Inc.
WEATHER & CLIMATE DRAW ANIMALS ANTARCTICA FROM HERE TO LOOKING THROUGH
Standards OF ANTARCTICA TO SCALE SIZE & MAPS ANTARCTICA THE SPYGLASS
Alignment Chart Grades 4-6 • p. 21 Grades 4-6 • p. 24 Grades 4-6 • p. 26 Grades 2-3 • p. 30 Grades 4-6 • p. 34
From Molecules to
Organisms: Structure 4-LS1-1; MS-LS1-5
and Process
2-ESS2-1; 3-ESS2-1; 3-ESS2-1;
SCIENCE
Earth’s Systems ESS2.D; 4-ESS2-1; MS-ESS2-5; 3-ESS1-1; 3-ESS2-2; ESS2.D
ESS2.D
Earth’s Place in the Universe 2-ESS1-1
Engineering Design
K-2-ETS1-1; 3-5-ETS1-3;
MS-ETS1-3
ELA - RI Key Ideas 2-RI1; 2-RI3; 3-RI1; 3-RI3; 4-RI1; 4-RI3; 5-RI3
and Details 4-RI1; 4-RI2; 4-RI3; 5-RI2; 5-RI3; 6-RI2; 6-RI3
4-RI3; 5-RI2; 5-RI3; 6-RI1
ELA - RI Craft and Structure 2-RI4; 3-RI4; 4-RI4; 5-RI4; 6-RI4 4-RI5; 5-RI5 4-RI4; 5-RI4; 5-RI6; 6-RI4
ELA - RI Integration of
ENGLISH LANGUAGE ARTS
Knowledge and Ideas 2-RI7; 3-RI7; 4-RI7; 5-RI7; 6-RI7 4-RI7; 6-RI7 4-RI7; 4-RI9; 5-RI7; 5-RI9; 6-Ri7; 6-RI9
2-SL1a.b.c; 2-SL3; 3-SL1a.b.c.d; 4-SL1a.b.c.d; 4-SL3;
ELA - SL Comprehension 3-SL3; 4-SL1a.b.c.d; 4-SL3; 2-SL1a.b.c; 2-SL2; 2-SL3; 2-SL1a.b.c; 2-SL2; 2-SL3;
and Collaboration 5-SL1a.b.c.d; 5-SL3; 4-SL1a.b.c.d; 5-SL1a.b.c.d; 6-SL1.a.b.c.d
5-SL1a.b.c.d; 5-SL3; 3-SL1a.b.c.d; 3-SL2; 3-SL3 3-SL1a.b.c.d; 3-SL2; 3-SL3
6-SL1a.b.c.d; 6-SL2
6-SL1a.b.c.d; 6-SL2
ELA - SL Presentation of
Knowledge and Ideas 2-SL6; 3-SL6; 6-SL4 2-SL5; 2-SL6; 3-SL5; 3-SL6 2-SL5; 2-SL6; 3-SL5; 3-SL6 4-SL4; 5-SL4; 6-SL4
ELA - W Text Types
and Purposes 2-W2; 2-W2 4-W2a.b.c.d.e; 5-W2a.b.c.d.e; 6-W2a.b.c.d.e.f
ELA - W Production and 4-W4; 4-W5; 4-W6; 5-W4; 5-W5; 5-W6;
Distribution of Writing 6-W4; 6-W5; 6-W6
ELA - W Research to Build 4-W7; 4-W8; 4-W9; 5-W7; 5-W8; 5-W9;
and Present Knowledge 2-W8; 3-W8 6-W7; 6-W8; 6-W9
Math - Measurement
and Data 4.MD3 4.MD1
MATH
Math - Geometry 4.G1; 5.G1; 6.G4 6.G1; 4
Arts - Visual Arts Creating:
Anchor Standard 1 2-CR1.2.2a; 3-CR1.2.3a 2-CR1.2.2a; 3-CR1.2.3a
Arts - Visual Arts Creating: 4-CR2.1.4a; CR2.3.4a;
Anchor Standard 2 2-CR2.1.2a; 3-CR2.1.3a
5-CR2.1.5a; 6-CR2.1.6a
ART
Arts - Visual Arts Creating:
Anchor Standard 9 6-CR3.1.6a 2-CR3.1.2a; 3-CR3.1.3a
Arts - Visual Arts
Connecting: Anchor 2-CN10.1.2a; 3-CN10.1.3a 2-CN10.1.2a; 3-CN10.1.3a
Standard 10
Middle Grades- The study of the past provides
a representation of the history of communities,
nations, and the world.
Concepts such as chronology, causality, change,
conflict, complexity, multiple perspectives,
primary and secondary sources and cause
and effect.
Social Studies - Time, That learning about the past requires the
Continuity and Change interpretation of sources, and that using varied
sources provides the potential for a more
balanced interpretive record of the past.
The contributions of key persons, groups and
events from the past and their influence on
the present.
Presenting findings in oral, written, visual or
electronic formats.
Early Grades - The theme of
people, places and environments
involved the study of location,
SOCIAL STUDIES
place, and the interactions of
people with their surroundings
Middle Grades - Concepts such
as: location, region, place and Early Grades - Concepts such
migration, as well as human and as location, direction, distance, Middle Grades - The theme of people, places
physical systems. and scale. and environments involved the study of the
Social Studies- People, Middle Grades - The use of a Early Grades - Tools such as maps, relationships between human populations in
Places and Environments variety of maps, globes, graphic globes and geospatial technologies different locations and geographic phenomena
representations, and geospatial in investigating the relationships such as climate, vegetation and natural
technologies to help investigate the among people, places and resources.
relationship among people, places environments.
and environments.
Early Grades - Creating
illustrations and composing
answers to geographic questions
about people, places and
environments.
Middle Grades - How personal, social, cultural
and environmental facets contribute to the
development and the growth of personal identity.
That individuals’ choices influence identity and
development.
Social Studies - Individual
Development and Identity That perceptions are interpretations of
information about individuals and events, and
can be influenced by bias and stereotypes.
Creating identify portraits that describe the
factors that make them unique and shape
development.
(continued)
5 © 2019 Disney Enterprises, Inc.
WHERE DO ADÉLIE
A MODERN ANTARCTIC ANTARCTIC PREDATOR ADAPTATION HUMAN MADE ADÉLIE RECYCLED PLASTICS
Standards EXPLORER ADAPTATIONS SURVIVAL STORIES PENGUIN PERILS PENGUIN SCULPTURE
PENGUINS MIGRATE
Alignment Chart Grades 2-6 • p. 39 Grades 2-3 • p. 42 Grades 2-3 • p. 43 Grades 4-6 • p. 45 Grades 4-6 • p. 47
IN WINTER?
Grades 4-6 • p. 50
From Molecules to
Organisms: Structure 4-LS1-1; 4-LS1-2; LS1.D
and Process
Ecosystems: Interactions,
Energy and Dynamics 3-LS2-1; LS2.C; 3-LS4-2; LS4.B 5-LS2-1; LS2.A; MS-LS2-1; LS2.A
SCIENCE
4-ESS3-1; 4-ESS3-2; ESS3.B; 4-ESS3-1; 4-ESS3-2; ESS3.B;
Earth and Human Activity
ETS1.B; 5-ESS3-1; ESS3.C; ETS1.B; 5-ESS3-1; ESS3.C;
MS-ESS3-4; MS-ESS3-5; ESS3.C; MS-ESS3-4; MS-ESS3-5; ESS3.C;
ESS3.D ESS3.D
Biological Evolution: 2-LS4-1; 3-LS4-2; 3-LS3-3; 3-LS4-
Unity and Diversity 4; LS4.B; LS4.C
Heredity: Inheritance
and Variation of Traits 3-LS3-1; 3-LS3-2; LS3.A; LS3.B
ELA - RI Key Ideas 4-RI1; 4-RI2; 4-RI3; 5-RI2; 5-RI3;
and Details 2-RI1; 2-RI3; 3-RI1; 3-RI3 2-RI1; 2-RI3; 3-RI1; 3-RI3 6-RI2; 6-RI3
ELA - RI Craft and Structure 2-RI4; 3-RI4 2-RI4; 3-RI4 4-RI4; 4-RI5; 5-RI4; 5-RI5; 6-RI4
ELA - RI Integration of 4-RI7; 4-RI9; 5-RI7; 5-RI9; 6-RI7;
2-RI9; 3-RI9
ENGLISH LANGUAGE ARTS
Knowledge and Ideas 6-RI9
4-SL1a.b.c.d; 4-SL2; 4-SL3; 4-SL1a.b.c.d; 4-SL2; 4-SL3; 4-SL1a.b.c.d; 4-SL2; 4-SL3;
ELA - SL Comprehension 2-SL1a.b.c; 2-SL2; 2-SL3;
and Collaboration 5-SL1a.b.c.d; 5-SL3; 6-SL1.a.b.c.d; 5-SL1a.b.c.d; 5-SL3; 6-SL1.a.b.c.d; 5-SL1a.b.c.d; 5-SL3; 6-SL1.a.b.c.d;
3-SL1a.b.c.d; 3-SL2; 3-SL3 6-SL2; 6-SL3 6-SL2; 6-SL3 6-SL2; 6-SL3
ELA - SL Presentation of 4-SL4; 4-SL5; 5-SL4; 5-SL5;
Knowledge and Ideas 2-SL5; 2-SL6; 3-SL5; 3-SL6 6-SL4; 6-SL5
ELA - W Text Types 4-W2a.b.c.d.e; 5-W2a.b.c.d.e;
and Purposes 2-W2; 3-W2a.b.c.d 6-W2a.b.c.d.e.f
ELA - W Production and 4-W4; 4-W5; 5-W4;5-W5; 6-W4;
Distribution of Writing 6-W5
ELA - W Research to Build 4-W7; 4-W8; 4-W9; 5-W7; 5-W8;
and Present Knowledge 2-W7; 2-W8; 3-W7; 3-W8 5-W9; 6-W7; 6-W8; 6-W9
Arts - Visual Arts Creating: 2-CR1.1.2a; 2-CR1.2.2a; 4-CR1.1.4a; 5-CR1.1.5a;
Anchor Standard 1 2-CR1.2.2a; 3-CR1.2.3a 3-CR1.1.3a; 3-CR1.2.3a 6-CR1.1.6a
2-CR2.3.2a; 3-CR2.3.3a;
Arts - Visual Arts Creating: 4-CR2.1.4a; 5-CR2.1.5a;
Anchor Standard 2 4-CR2.1.4a; 5-CR2.1.5a; 2-CR2.1.2a; 3-CR2.1.3a 6-CR2.1.6a
6-CR2.1.6a
Arts - Visual Arts Creating:
Anchor Standard 9 2-CR3.1.2a; 3-CR3.1.3a
Arts - Visual Arts 4-PR5.1.4a; 5-PR5.1.5a;
Presenting: Anchor 3-PR5.1.3a
ART
Standard 5 6-PR5.1.6a
Arts - Visual Arts
Presenting: Anchor 2-PR6.1.2a
Standard 6
Arts - Visual Arts
Connecting: Anchor 2-CN10.1.2a; 3-CN10.1.3a 5-CN10.1.5a; 6-CN10.1.6a
Standard 10
Arts - Visual Arts
Connecting: Anchor 5-CN11.1.5a; 6-CN11.1.6z
Standard 11
Early Grades - Key people, events
and places associated with the
history of community, nation
and world.
Middle Grades- The study of the
Social Studies - Time,
Continuity and Change past provides a representation of
the history of communities, nations,
and the world.
The contributions of key persons,
groups and events from the past
and their influence on the present.
SOCIAL STUDIES
Early Grades - The theme of people,
places and environments involves
the study of location, place, and
the interactions of people with their
environment. Middle Grades - The use of a
variety of maps, globes, graphic
Social Studies- People, Middle Grades - The theme of representations and geospatial
Places and Environments people, places and environments technologies to help investigate the
involved the study of the relationships among people, places
relationships between human and environments.
populations in different locations
and geographic phenomena such
as climate, vegetation and natural
resources.
Early Grades - People’s interactions
Social Studies - Individual with their social and physical
Development and Identity surroundings influence individual
identity and growth.
(continued)
6 © 2019 Disney Enterprises, Inc.
CAN YOU WADDLE
ADÉLIE PENGUIN INFOGRAPHICS:
Standards LIKE AN ADÉLIE
SURVEYS SHOW, DON’T TELL
Alignment Chart PENGUIN?
Grades 2-3 • p. 55 Grades 4-6 • p. 59
Grades 4-6 • p. 52
From Molecules to 4-LS1-1; 4-LS1-2; MS-LS1-4;
Organisms: Structure 4-LS1-1; LS1.A
and Process MS-LS1-5
Ecosystems: Interactions,
Energy and Dynamics 3-LS2-1 5-LS2-1; MS-LS2-2
Engineering Design 3-5-ETS1-2; 3-5-ETS1-3; ETS1.B K-2-ETS1-1; K-2-ETS1-2 3-5ETS1-1
SCIENCE
Biological Evolution: 2-LS4-1; 3-LS4-2; 3-LS4-3;
Unity and Diversity MS-LS4-3; MS-LS4-5; MS-LS4-6
3-LS4-4
Motion and Stability:
Forces and Interactions MS-PS2-2
Energy 4-PS3-1
ELA - RI Key Ideas 4-RI1; 4-RI2; 4-RI3; 5-RI2; 5-RI3;
and Details 2-RI1; 2-RI3; 3-RI3 6-RI2; 6-RI3
ENGLISH LANGUAGE ARTS
ELA - RI Craft and Structure 2-RI4; 3-RI4 4-RI4; 4-RI5; 5-RI4; 5-RI5; 6-RI4
ELA - RI Integration of 4-RI7; 4-RI9; 5-RI7; 5-RI9;
Knowledge and Ideas 3-RI7 6-RI7; 6-RI9
4-SL1a.b.c.d; 4-SL2; 4-SL3; 4-SL1a.b.c.d; 4-SL2; 4-SL3;
ELA - SL Comprehension 2-SL1a.b.c; 2-SL2; 2-SL3;
and Collaboration 5-SL1a.b.c.d; 5-SL3; 5-SL1a.b.c.d; 5-SL3;
3-SL1a.b.c.d; 3-SL3
6-SL1.a.b.c.d; 6-SL2; 6-SL3 6-SL1.a.b.c.d; 6-SL2; 6-SL3
ELA - SL Presentation of 4-SL4; 4-SL5; 5-SL4; 5-SL5;
Knowledge and Ideas 2-SL5; 2-SL6; 3-SL5; 3-SL6 6-SL4; 6-SL5
ELA - W Research to Build 4-W7; 4-W8; 4-W9; 5-W7; 5-W8;
and Present Knowledge 5-W9; 6-W7; 6-W8; 6-W9
MATH
Math - Measurement
and Data 4.MD1; 2 2.MD10; 3.MD3
4-CR1.1.4a; 5-CR1.1.5a;
ART
Arts - Visual Arts Creating:
Anchor Standard 1 6-CR1.1.6a
7 © 2019 Disney Enterprises, Inc.
Overview
T here are currently 18 recognized species of penguins and
they all live south of the equator in the planet’s southern
hemisphere. Penguins can be found in chilly places like Antarctica
to their ocean environment (swimming and diving), which
eventually led to the loss of their flying abilities. The oldest
known penguin fossils date back nearly 62 million years
all the way to tropical climates like the Galapagos Islands! — all known penguin fossils have been found in the southern
While penguins are a type of bird, they do not fly like a “typical” hemisphere, which is where penguins still live today! There
bird. Instead of wings, penguins have paddle-like flippers that are more than 40 recognized species of extinct penguins.
help propel them through the ocean waters. Their short tails, Most scientists believe their extinction began around the
elongated bodies and webbed feet also help them swim more same time the number of seals and whales began to increase.
efficiently. In fact, some penguins spend up to 75% of their lives Because of this, they could have all been competing for
in the water — they will only come ashore once a year to breed the same food source or the penguins might have become
and shed their feathers (a process called molting). Speaking of prey for the other animals. The modern penguin was first
feathers, all adult penguins have some type of countershading documented by Europeans in 1497 — they described
— dark feathers on the back and white on the underside. This African penguins along their journey.
unique coloring is an adaptation that helps protect penguins ADÉLIE PENGUINS
from ocean predators like leopard seals. When the predator is
above a swimming penguin in the ocean, the penguin’s dark Adélie penguins average 27.5 in (69.85 cm) long and weigh
upper-side blends with the dark ocean below and when the between 6.6-13.2 lbs. (2.99 and 5.98 kg), making them one of
predator is below the penguin, then the light underside of the smallest species of penguin. Consuming mainly krill, fish
the penguin blends with the light water surface above. This and small squids, Adélie penguins are above these animals on
the food chain, but they must be on alert for predators. Adélie
combination makes it quite tricky for predators to tell the
penguins live in large groups called colonies and mate with
difference between a penguin or the surrounding environment.
one partner for life. Though they are very social animals, Adélie
Most scientists believe penguins deviated from flying birds at penguins do not make good neighbors, as they often steal
least 60 million years ago! Penguin ancestors grew to adapt pebbles from each other’s nests to add to their own!
8
© 2019 Disney Enterprises, Inc.
LESSON PLAN 1 | FAMILY LIFE CYCLE
Adélie Penguin
Family Life Cycle
E ach year, Adélie penguins are capable of migrating nearly
11,000 mi (17702 km) to reach their breeding colony. They
begin the breeding process at the start of the spring season —
on the Adélie eggs and young. After about 30 days, those
baby Adélie penguins will begin to break out of their protective
eggs and learn how to be a penguin themselves! However, their
spring begins at the end of September and runs through the parents’ work isn’t done quite yet. During this guarding stage,
end of December in Antarctica. During this time, male Adélie mom and dad will alternate foraging, feeding and protecting
penguins will arrive to the rookery or nesting colony first and
their chicks for up to four weeks after hatching. The following
start to construct a nest for their potential chicks. Antarctica
few weeks of the chicks’ lives will be spent in a creche — a
is covered in ice, so finding traditional nest-building items like
twigs, leaves, seedpods or cones is impossible in this region. group of young Adélie penguins — for added protection while
The Adélie penguins must use a different method — rocks and mom and dad both search for food. An Adélie chick spends
pebbles! Nest-building about 55 days in the creche. During that time, they will begin
is one way male Adélie to replace their down feather coats with waterproof feathers.
penguins try to attract Once the chicks have their waterproof feathers, they’re ready
and find a female mate. to fledge and enter the water. While in the water, Adélie
They will even attempt penguins must watch out for their biggest predator — leopard
to steal “better” stones seals. Leopard seals have a long, slender body that is designed
from other nests in
for speed. Males are slightly smaller than females and both will
order to impress their
feed on almost anything (penguins, fish, squid).
potential mate.
Once the female Adélie penguins have arrived to the breeding Typically, right after breeding season, penguins will go through
colony, they will pair up with their former mates from previous a process called molting, where they will shed their feathers.
years. That’s right, Adélie penguins mate with one partner for Throughout the year, a penguin’s feathers become worn through
life. By performing unique vocalizations and displays, previous natural events like rubbing against other penguins, going in and
mates are able to locate one another among the thousands of out of the water or coming in contact with the ground. Because
other Adélie penguins in the breeding colony. Female Adélie of this, most penguins will completely shed their feathers once
penguins typically lay two eggs in their nest and both parents a year. During this time, about two weeks for an Adélie penguin,
work hard to keep those eggs warm and safe – they will take they must stay out of the water because their new plumage is
turns sitting on the eggs, keeping them warm and safe from
not yet waterproof. Upon completion of each breeding season
predators. While in this incubation stage, the eggs are at risk
and molt, adult Adélie penguins will disperse into
of being snatched from their nest by polar skuas, large birds
that inhabit the region. The south polar skuas typically eat only the coastal waters to
fish and krill; however, during feed and the migration
the Adélie penguin breeding process will start all
seasons, they will prey over again.
9
© 2019 Disney Enterprises, Inc.
LESSON PLAN 1 | FAMILY LIFE CYCLE
Grades 2-3 Content Areas ELA, Art & Science
Family Life Cycle
Story Stones
ESSENTIAL QUESTION
What are Adélie penguin
Process
Making story stones helps students
review members of Adélie penguin
parents’ responsibilities as units. Using the stones to retell life family
events in order reinforces the role
s parents
they raise their chicks from play in a cycle of feeding and prot
ecting chicks from “nest to empty
nest.”
“nest to empty nest?”
WARM UP
Materials Ask students to discuss something new they tried and the challenges they faced.
• seven smooth stones per student Ask students to imagine how difficult it is for first time parents, like Steve in
or small group Disneynature Penguins, to figure out parenting stages from “nest to empty nest.”
• black permanent markers and MAKING STORY STONES
white chalk paint pens, or acrylic paints
Direct individuals or small groups to complete Activity Sheet: Sketching Penguin
and paint brushes
Pictographs to make a set of seven story stones. Explain that story stones are a
• pencils collection of small painted stones that can be used as prompts for telling a story.
• paper Display Adélie penguin photos as the class discusses the Disneynature Penguins
characters, things in the penguins’ environment and events. Instruct students to
• Activity Sheet: Sketching paint each stone with markers, paint pens or acrylics depending on the stone color.
Penguin Pictographs
WRAP UP
Vocabulary Instruct students to take turns in small groups Note
arranging story stones into a circle to retell Steve’s
• creche-stage
family life cycle story. Students may also step into “Take a Turn” stories
• fledglings the flippers of one of the family members and use allow each student
• guard-stage the stones to tell their own story. Discuss together
to pick a stone from an
how they felt during each stage, what did they
• incubation wonder about and what new things did they array, tell part of the
• molting have to figure out? story, and collaborate
on the ending.
10
© 2019 Disney Enterprises, Inc.LESSON PLAN 1 | FAMILY LIFE CYCLE
Activity
SKETCHING
PENGUIN PICTOGRAPHS
GRADES
2-3
NAME ______________________________________________________ DATE ______________________________________________________
Directions: Choose 7 items from the lists below to sketch on your story stones.
Characters Things
Mother penguin Actions Nest
Chick #1
Swimming Ocean waves
Father penguin
Sliding on belly Pebbles
Predators
Diving into water Krill
Chick #2
Walking Other?
Other?
Eating
Leaping out of water
11
© 2019 Disney Enterprises, Inc.LESSON PLAN 1 | FAMILY LIFE CYCLE
Grades 2-3 Content Area Art
Penguin
Paper Mosaic
ESSENTIAL QUESTION WARM UP
How is combining paper tiles Ask students to imagine they are an Adélie penguin who is making a pebble
nest for the first time. Tell them, as a penguin, you need to select pebbles that
on a mosaic to form an image won’t crumble when you pick them up with your beak. You would also carry each
similar to the process Adélie pebble to the nesting site to arrange large and small pebbles into a sturdy nest.
Like solving a jigsaw puzzle, making an Adélie penguin nest, or making a mosaic,
penguins use to combine involves taking smaller objects, like tiles, glass, paper or rocks, and assembling
pebbles to form a nest? them into a larger image.
MAKING A PAPER MOSAIC
Materials Remind students that a mosaic is like making a nest, or a jigsaw puzzle — all of the
• 8x10 inch blue card stock little pieces fit together to make something larger. Instruct students to follow the
steps below to create their own paper mosaic.
• pencils
a) Draw the outline of an Adélie penguin on blue card stock.
• recycled construction paper (black,
white, orange, dark blue) b) Make mosaic tiles by cutting out black and white construction paper the
size of thumbnails.
• scissors
• glue sticks c) Use a glue stick to fix paper tiles around the edge of the outline.
• acrylic sealer d) Fill in the middle with the other tiles.
e) Complete the face with black circles, white circles and an orange triangle.
Vocabulary f) Fill in the background design.
• mosaic g) Dry and then apply acrylic sealer.
• tiles
WRAP UP
Discuss as a class: What is a mosaic? Ask students the following discussion
questions.
a) What did you notice about the paper when you tried to put them together?
b) How did you make your image stand out?
c) How did you use color, shape, texture, or pattern?
d) What was your favorite part of creating this artwork?
e) How easy or hard was it for Steve to make the nest?
f) How is making a mosaic like the process of using pebbles to make a nest?
Challenge
construction paper into shapes
Some students may enjoy tearing
ents start at the bottom of the
of feathers. In this case, suggest stud r
of the paper feathers only. Then laye
mosaic, applying glue to the tops ours .
parts and follow the body cont
the feathers in ways that cover all
ork with acrylic sealer by stroking the
Carefully seal the finished artw
brush from top to bottom.
12
© 2019 Disney Enterprises, Inc.LESSON PLAN 1 | FAMILY LIFE CYCLE
Grades 4-6 Content Areas ELA, Art & Science
Family Life Cycle
Story Cups
ESSENTIAL QUESTIONS Process
What are Adélie Penguin Making story cups helps students
review members of Adélie
penguin family units. Using the cups
parents’ responsibilities as they to retell life events in
order reinforces the roles parents
raise their chicks? What are the play in a cycle of feeding
and protecting chicks from “nest
to empty nest.”
stages of the family life cycle?
WARM UP
Materials Invite students to think about and discuss something they did for the first time that
• seven white, paper, drinking cups per wasn’t very easy. Discuss how the family life of Adélie penguins begins anew each
student or small groups of students year. Ask students to imagine how difficult it is for first time parents, like Steve in
Disneynature Penguins. Share with the class that they will learn about parenting
• black permanent markers stages that range from “nest to empty nest.”
• pencils
• Activity Sheet: Match & Sketch FAMILY LIFE CYCLE
Ask individual students or small groups to complete Activity Sheet: Match &
Sketch. Students will follow directions to create a set of seven stacking cups.
Vocabulary Display photos of Adélie penguins as the class discusses the roles family members
• creche-stage play during each stage of the family life cycle: migration, nest building, mating,
incubation, guard-stage, creche-stage, fledgling and adult post molt.
• fledgling
• forage STORY TELLING
• krill Students in small groups take turns selecting and arranging sets of cups in a circle
to retell Steve’s family cycle story from migration to empty nest. Students take the
• guard-stage
point of view of one family member — male, female or hatchling — and describe
• incubation how they felt, what they learned, etc. at different stages of the cycle.
• molt
WRAP UP
• predators Students discuss Adélie penguin parent responsibilities as they raise their chicks. At
which stages did the parents need to feed themselves or feed the chicks? Discuss
how the family cycle begins anew each year and what challenges that might pose
for the penguin families.
Note
Remind students
to use signal words for
retelling, such as first,
second, next, then, after,
following, finally, soon,
now and/or before.
13
© 2019 Disney Enterprises, Inc.LESSON PLAN 1 | FAMILY LIFE CYCLE
Activity
GRADES
4-6 MATCH & SKETCH
NAME ______________________________________________________ DATE ______________________________________________________
Directions: Draw a line from the life event to the matching action.
LIFE EVENT ACTION
Male Penguin Arrives Mrs. Penguin lays two eggs and she and
Steve take turns foraging for food.
Female Penguin Arrives Chicks forage. Parents no longer feed or
protect fledglings who learn to swim.
Incubation Stage
Chicks congregate into large groups.
Parents forage further away.
Guard-stage
Steve collects pebbles and builds a nest.
Creche-stage Chicks hatch and grow. Mrs. Penguin
and Steve take turns foraging, feeding
Fledgling Molt and protecting chicks from predators.
Mrs. Penguin and Steve meet.
Make a set of 7 stacking cups: Use the spaces below to draw thumbnail sketches for each cup.
Cup 1: STEVE Cup 2: PEBBLE NEST Cup 3: MRS. PENGUIN
Cup 4: Cup 6: Cup 7:
NEST WITH Cup 5:
2 MOLTING STEVE AND
TWO EGGS NEST WITH CHICKS
TWO EGGS EVE CHICKS ON WAVES
14
© 2019 Disney Enterprises, Inc.LESSON PLAN 1 | FAMILY LIFE CYCLE
Grades 4-6 Content Area Art
Penguin
Pebble Mosaic
ESSENTIAL QUESTION WARM UP
Ask students to imagine they are an Adélie penguin making a pebble nest for
How is combining pebbles on
the first time. Describe and discuss the process such as selecting pebbles that
a mosaic to form an image won’t crush when you pick them up with your beak, carrying each pebble to the
similar to the process Adélie nesting site and arranging large and small pebbles into a sturdy nest. Explain
that, like solving a jigsaw puzzle, making an Adélie penguin nest, or making
penguins use to combine a mosaic, involves taking smaller objects, like tiles, glass, paper or rocks and
pebbles to form a nest? assembling them into a larger image.
PREPARE YOUR MOSAIC TEMPLATE
Materials Request students adhere to the following directions.
• non-toxic water-based glue a) sketch 3 mosaic ideas on newsprint.
• 11x15 inch watercolor paper b) use tracing paper to copy their favorite design.
• 11x15 inch cardboard or other c) flip the tracing paper over and trace the lines with a pencil.
sturdy material for backing
d) glue the watercolor paper to the backing.
• black permanent markers
e) place tracing paper pencil side down on the watercolor paper (as students trace
• pencils
over the lines, the pencil graphite transfers the image to the watercolor paper).
• newsprint
f) use a black permanent maker to trace over the pencil marks on the watercolor
• tracing paper to create the mosaic pattern.
• found or purchased rocks/pebbles
CREATE YOUR MOSAIC
• paint (optional)
Share the following directions with your students.
a) select rocks to be used or painted.
Vocabulary
b) paint or wash, then dry the rocks.
• mosaic
c) arrange the rocks to fill in the image and background pattern .
• mosaic tiles
d) lift each rock, put glue on the bottom, reposition and allow the mosaic to dry.
WRAP UP
Discuss the following questions as a group.
a) What is a mosaic?
b) What did students notice about the pebbles when they tried to put
them together?
c) How did students make their image stand out and how did they use color, shape,
texture or pattern?
d) What was your class’s favorite part of creating this artwork?
e) How easy or hard do your students think it was it for Steve to make his nest and
how is combining pebbles on a mosaic to form an image similar to the process
Adélie penguins use to combine pebbles to form a nest?
15
© 2019 Disney Enterprises, Inc.LESSON PLAN 1 | FAMILY LIFE CYCLE
Extension for Grades 4-6 Content Areas Music & Science
Find Your Family
The Adélie Penguin Way
ESSENTIAL QUESTION Process
How do family members use By stepping into the flippers of an Adélie penguin, students will experience
unique calls and vocalizations the communication skill of using unique vocalizations to identify their
penguin mom, dad and chicks within a larger colony through play.
to find each other?
Materials WARM UP
• game cards (4 hearts, 4 diamonds, Many people use a Global Positioning System (GPS) to find a specific location. One
4 spades, 4 clubs) way Adélie penguin families locate each other is with a made-up game name that
we will call a PFLS — Penguin Family Locating System — where they will make and
Vocabulary listen for unique calls. After students listen to a recording of a colony of thousands
of penguins, ask them to try to distinguish one vocalization from another. Discuss if
• calls and how that might be challenging.
• colony
FINDING YOUR FAMILY
• vocalization
Note a) Practice clapping in 4/4 time until the class maintains a steady beat.
b) Request that 16 students select and keep secret a game card. Help students
Game vocalizations figure out their PFLS vocalization. Explain, if a student has a heart card, their call
are based on a 4/4 time will be “La - La - Clap - Clap.” If a student has a diamond card, their call will be
signature — four steady, evenly “La - La - La - La,” and so on. Students with no card will clap to the beat.
spaced beats. To start, clap c) All students spread out, so they can’t touch anyone. They take one step for each
hands evenly on every beat beat, making their vocalizations, and listening for students with their pattern.
(1, 2, 3, 4) and repeat d) Students cluster into family groups of four. After all groups are formed, the
the pattern. winners are the first 3 groups to assemble.
e) Repeat the game to see if students improve and give students a chance to
choose a card they might not have had in the previous round.
WRAP UP
Discuss the ease or difficulty involved in locating the small group of family
members from the larger group. How did using unique vocalizations help or
hinder their search?
16
© 2019 Disney Enterprises, Inc.LESSON PLAN 1 | FAMILY LIFE CYCLE
Extension for Grades 4-6 Content Area Math
Nests Take Shape
Platonic Solids
ESSENTIAL QUESTIONS WARM UP
What are the platonic solids? Tell students it takes hundreds of pebbles to build a nest. Pebbles keep eggs
off the ground and avoid melting snow. Remind students how the pebbles
If platonic solids shapes were Steve used either stayed in place or rolled away. Let’s figure out which shapes
pebbles, which ones would would make the best nest.
make the best Adélie penguin SHAPE EXPLORATION
nest and why? a) Ask students to gather into groups of three or four and give each group
a regular tetrahedron die, a cube die, an octahedron die and a sphere
(tennis ball). Ask groups to compare shapes and discuss which shapes
Materials are the faces of each solid?
• 3 tennis balls per small group b) Ask each group to fill in Activity Sheet: Chart for Recording Faces, Vertices
• Activity Sheet: Chart for Recording (Points) and Edges together.
Faces, Vertices (Points) and Edges c) Instruct groups to discuss if the pebbles were made out of the platonic solids,
• set of polyhedral dice which shapes, would make the best nest and why?
d) Give each group a set of nets to make three platonic solids. Students then cut
• pencils
out, fold and tape the edges.
• rulers e) Collect the platonic solids and split the class into four even groups.
• card stock f) Give one type of solid to each group and challenge them to make as
• scissors big a nest as possible.
• Activity Sheet: Platonic Solids Nets g) Ask groups to measure, then compare their biggest nests with others. Discuss
how high each nest was, how wide, how comfortable it would be for a penguin
and if it would hold two penguin eggs safely.
Vocabulary
• regular tetrahedron WRAP UP
Introduce the dodecagon and icosahedron. Note face shape, number of faces,
• cube
number of vertices and number of edges together as a class. Discuss how these
• octahedron two solids might work as nest building rocks. Ask students what properties in a
• dodecagon rock shape and texture might the penguins
search for in order to make their nest.
• icosahedron
• sphere Note
• platonic solids
• radius Scientific Research
• face shape Study Findings!
• net
Platonic Solids Scientists completing a research
Quick Reference study on Adélie penguin nests
Regular Tetrahedron: Dodecagon: discovered the quality of the nest
4 equilateral triangles 12 regular pentagons depends on compactness and
Cube: 6 squares Icosahedron: form. Highest quality nests had
20 equilateral triangles a radius of only 18 cm and a
Octahedron:
8 equilateral triangles rim height of 2 cm!
17
© 2019 Disney Enterprises, Inc.LESSON PLAN 1 | FAMILY LIFE CYCLE
Activity
GRADES
CHART FOR RECORDING
4-6 FACES, VERTICES (POINTS) AND EDGES
NAME ______________________________________________________ DATE ______________________________________________________
Directions: Chart the number of faces, vertices (points) and edges.
Number of Number of Number of
faces vertices edges
Tetrahedron
FACE SHAPE ______________________________
Cube
FACE SHAPE ______________________________
Octahedron
FACE SHAPE ______________________________
Sphere
FACE SHAPE ______________________________
18
© 2019 Disney Enterprises, Inc.LESSON PLAN 1 | FAMILY LIFE CYCLE
Activity
GRADES
4-6 PLATONIC SOLIDS NETS
CUBE NET
REGULAR
TETRAHEDRON
NET
OCTAHEDRON NET
19
© 2019 Disney Enterprises, Inc.LESSON PLAN 2 | ANTARCTICA
Antarctica
& Weather
A ntarctica is known for being cold, windy and almost
completely covered in ice. However, the continent is not
only covered in ice, but also surrounded by ice! This surrounding
study and predict the weather (sunshine, thunderstorms,
blizzards, etc.), like the weather expert on your local news.
Weather patterns are when the weather stays the same for
ice band is known as pack ice — a type of sea ice that is highly multiple days or weeks (hot and dry, cold and rainy, etc.) and
mobile and moves with the wind and sea currents. You’ll also find are tied to the four seasons (winter, spring, summer, fall).
fast ice along the Antarctic coastline — unlike pack ice, this type
A climatologist completes similar work, but they focus on a
of sea ice is physically attached to something (shores or ice walls)
and can extend several hundred miles seaward from the coast. much longer timeframe and study weather trends over many
months or years in a particular area. The earth is split into five
With all that ice, you might think it’s always snowing in different climate types – tropical, dry, temperate, continental
Antarctica. However, this continent is the driest on earth – and polar. Tropical climates are hot and humid, dry climates
receiving about as much precipitation as the world’s hottest lack moisture, temperate climates are warm and humid with
deserts. When it does happen to snow, the falling flurries mild winters, continental climates have very cold winters and
accumulate on the cold ground and do not melt. Years and polar climates are extremely cold year-round. Climatologists
years of accumulated snow coupled with strong winds study climate and changes in climates because those changes
make for a blizzard-like appearance throughout Antarctica; will affect people around the world. Changes in climate could
however, it’s typically just the strong winds blowing around impact water supplies, crop yields and even human health,
the accumulated snow! All that ice and wind makes for a animals or ecosystems.
chilly region. Temperatures typically range from 14 °F (-10
°C) on the coast to -76 °F (-60 °C) on elevated inland areas; Because Antarctica is situated over the earth’s South Pole, its
however, it’s been known to drop as low as -112 °F (-80 °C) seasons are highly dictated by the earth’s orbit and relationship
during the winter months. to the sun. During the summer season, Antarctica is positioned
towards the sun and exposed to direct sunlight. However, during
When looking at the continent of Antarctica on a typical map, it
the winter season, Antarctica is on the opposite side of the
may seem a bit small; however, it’s quite the opposite! Covering
earth’s tilt towards the sun and the continent basically remains
over 5 million square miles (13 million square km), Antarctica is
dark for six months.
larger than Europe and nearly twice the size of Australia. The icy
continent is divided in two by the Transantarctic Mountains — During the winter months, there might be a period of roughly
one of the world’s longest mountain chains. This mountain range three weeks where the sun never makes it over the horizon.
stretches for more than 2,000 miles (3218 km) and reaches a Conversely, during the summer months, there might be a
peak of over 14,855 feet (4527 m) at Mount Kirkpatrick. These period of time where the sun never completely disappears!
mountains, combined with the beautiful variations of ice across However, a good portion of both seasons is not spent in either
the region make for some incredibly breathtaking landscapes. total darkness or 24-hour sunlight. For several hours a day,
you might see a twilight effect along the horizon rather than a
WEATHER INFORMATION completely dark night sky. Twilight is when the sun has dipped
Climate is a measure of how the atmosphere acts over a long just below the horizon line, but some light still reaches and
period of time; whereas, weather is a measure of what the illuminates the atmosphere to make for some truly beautiful
atmosphere is doing over a shorter period of time. Meteorologists views of the surrounding landscape.
20
© 2019 Disney Enterprises, Inc.LESSON PLAN 2 | ANTARCTICA
Grades 2-6 Content Area Science
Weather & Climate
Of Antarctica
ESSENTIAL QUESTIONS WARM UP
How does tracking weather a) Explain that students will be keeping track of the weather at their school and
McMurdo station in Antarctica for two weeks using Activity Sheet: Recording the
patterns, seasons and climates Weather. Discuss current weather conditions at your school as a class. Was it the
help scientists make better same yesterday or over the weekend? Will it be the same tomorrow?
weather predictions? How can b) Look up current weather conditions at McMurdo Station Antarctica online and
note them on the daily weather chart on Activity Sheet: Recording the Weather.
tracking weather patterns help Do the same for your local daily weather. Spend five minutes a day for two
scientists raise awareness of weeks for students to take turns reporting the weather and filling out the charts.
climate change?
Time Scale Differences in Weather Patterns
Materials Weather describes A season describes A climate describes
• Activity Sheet: Recording the Weather what is happening similarities in the similarities in
right now. weather over three the weather over
• Activity Sheet: Predicting the Weather months. one hundred years.
• chart paper
• markers
WEATHER COMPARISONS
Vocabulary a) Following your two-week data collection, request students work in small groups
to look for patterns on the weather charts for their school and McMurdo station.
• climatologist Ask each group to share one pattern they notice. As a class, discuss time scale
• climate differences in weather patterns such as season and climate.
• temperate b) Show students climate zones on a map of the United States. As a class,
find your location and identify what type of climate you live in. Discuss
• continental the following questions.
• polar
1. What patterns do students notice on the map?
• weather 2. Are all five types of climates present in the US?
• season 3. Would knowing about the climate and seasons help
climatologists predict the long-term weather?
WRAP UP
As a class, fill out the prediction chart on
Activity Sheet: Predicting the Weather.
Note that the further in the future you Major Climates
predict, the less accurate predictions will be. 1. Tropical 4. Continental
Explain that because of this, when scientists
2. Dry 5. Polar
make predictions at longer time spans,
they use more general terms like “hot” or 3. Temperate
“rainy.” Remind students that scientists have
noticed that the average weather patterns
are changing — seasons are getting warmer all
over the globe. Thus, predicting the weather for school and for McMurdo station
might take this trend into account. Discuss how the average temperature might be
different in 100 years and how or why conservation efforts might positively impact
the average temperature in 10, 20 or 100 years.
21
© 2019 Disney Enterprises, Inc.LESSON PLAN 2 | ANTARCTICA
Activity
GRADES
2-6 RECORDING THE WEATHER
NAME ______________________________________________________ DATE ______________________________________________________
Directions: Record the weather on the Daily Weather Chart for two weeks. Use what you
know about weather patterns, seasons and climate in weather zones to fill in the chart on
Activity Sheet: Predicting the Weather
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
DATE__________ DATE__________ DATE__________ DATE__________ DATE__________ DATE__________ DATE__________
At my school
At McMurdo Station
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
DATE__________ DATE__________ DATE__________ DATE__________ DATE__________ DATE__________ DATE__________
At my school
At McMurdo Station
22
© 2019 Disney Enterprises, Inc.LESSON PLAN 2 | ANTARCTICA
Activity
GRADES
2-6 PREDICTING THE WEATHER
NAME ______________________________________________________ DATE ______________________________________________________
Weather predictions for our school
Tomorrow In 1 week In 6 months In 1 year In 10 years In 100 years
What information did you use to make the prediction?
Weather predictions for Antarctica
Tomorrow In 1 week In 6 months In 1 year In 10 years In 100 years
What information did you use to make the prediction?
23
© 2019 Disney Enterprises, Inc.LESSON PLAN 2 | ANTARCTICA
Grades 4-6 Content Areas Art, Math & Science
Draw Animals
To Scale
ESSENTIAL QUESTIONS WARM UP
What are the sizes of Antarctic Discuss with students how animals come in many shapes and sizes. From small
to large, species require different amounts of food, living spaces and adaptations.
animals who come into contact Explain that you’ll be comparing the sizes of Antarctic animals to see how they
with Adélie penguins? How do measure up to the Adélie penguin!
the animals compare in size
from smallest to largest? How Antarctic Animal Sizes
does drawing animals to scale 1. Polar Skua: 53.34 cm 4. Emperor Penguin: 1.1-1.3 m
provide a way to grasp the size 2. Adélie Penguin: 68.5 cm 5. Leopard Seal: 3-3.5 m
of the animals? 3. Elephant Seal: 3.6 m 6. Killer Whale: 7-9.7 m
Materials
• Activity Sheet: Size Comparison MEASURING UP TO AN ADÉLIE PENGUIN
a) Have students use Activity Sheet: Size Comparison to rank photographs in order
• butcher paper
from smallest to largest. Ask students to compare their lists and discuss why the
• measuring tape lists varied from one another. Discuss why photographs are not good resources
• scale rulers for considering animal size. Mention, for example, the variation in distance from
camera, perspectives and points of view variations, such as overhead shot,
angled shot, action shot and still shot.
Vocabulary
b) Post and share the list of Antarctic Animal Sizes. Instruct students to use a scale
• cartographers
ruler to measure in units (centimeters) and make drawings of each animal on
• estimate butcher paper to a 1:10 scale in which ten centimeters represent one meter. For
• foraging instance, instead of drawing a leopard seal that is 3 meters long, students will
draw a leopard seal that is 30 centimeters long.
• habitat
c) To show how each animal’s size compares to the others, display the drawings on
• scale a bulletin board and sort them together from smallest to largest. Ask students
to discuss what advantages or disadvantages size makes. For example, larger
animals require more food and may need to spend longer time hunting. Smaller
animals are at risk of being hunted by larger predators. Larger animals may have
Challenge more blubber, providing increased warmth in the cold environment, etc. Ask
Challenge students to use tape measures students if they think drawing animals to scale was more accurate and helpful in
to work out the actual length of an Adélie comparing sizes than using pictures.
penguin (on its belly), a leopard seal and
a killer whale. Mark the measurement with WRAP UP
lengths of red, blue and yellow crepe paper. Ask students to brainstorm other things in their environment they
can draw to scale and why that would be helpful. Discuss different
ways scientists use scale to better understand how animals
use resources in shared habitats. What other careers might use
photographs, estimation and sizing to scale in their roles?
24
© 2019 Disney Enterprises, Inc.LESSON PLAN 2 | ANTARCTICA
Activity
GRADES
4-6 SIZE COMPARISON
NAME ______________________________________________________ DATE ______________________________________________________
Directions: Look at the pictures of six Antarctic animals.
Consider anything in the pictures that might help you estimate
Make A Guess
List the Antarctic animals from
the size of each animal. In the space provided, list the animals
smallest to largest.
from smallest to largest. Compare your list with the list of
another student. What was the same about the order of _______________________________
1
the animals? What was different? Why? (Possible answers:
different camera angles, different distances from each animal).
2 _______________________________
3 _______________________________
4 _______________________________
5 _______________________________
6 _______________________________
EMPEROR PENGUIN
ADÉLIE PENGUIN
KILLER WHALE
ELEPHANT SEAL
POLAR SKUA
LEOPARD SEAL
25
© 2019 Disney Enterprises, Inc.LESSON PLAN 2 | ANTARCTICA
Grades 4-6 Content Areas Math & Social Studies
Antarctica Size
& Maps
ESSENTIAL QUESTION WARM UP Note
What is the estimated size of Display a satellite image of Antarctica. Ask students
if the shape of Antarctica seen from space looks
Antarctica and how does it like representations on maps. Compare the globe, The icosahedron and
compare in size with the other Activity Sheet: Dymaxion Map, and Activity Sheet: unfolded (flat) Dymaxion
Colored Map of the Seven Continents together are not as realistic as
six continents of the world? as a class and discuss how the size and shape of the globe but are more
continents — especially extreme northern and
realistic than a standard
southern continents — look different on each map.
Materials wall map.
• Activity Sheet: Estimating Area ESTIMATING AREA
• Activity Sheet: Dymaxion Map Instruct students to gather in groups of 3 and use Activity
Sheet: Estimating Area to complete the steps listed below:
• Activity Sheet: Colored Map of the
Seven Continents 1. Color the continents on the Dymaxion map to match the colors used for the
Colored Map of the Seven Continents.
• crayons
2. Lay a half-centimeter transparency grid over each map outline.
• globe
• scissors 3. Estimate the area of each continent by counting the number of grid squares
needed to cover each landmass. Each group should record the number of whole
• tape squares, then record the number of partial squares that cover each continent.
• transparency with a Then, divide the number of partial squares by 2 and add it to the number
half-centimeter grid of whole squares to determine the total number of squares that cover each
continent (see example recording table).
Vocabulary 4. Compare the sizes of the seven continents.
• continent 5. Sort the continents by size and determine where Antarctica falls on the list.
• dymaxion map WRAP UP
Teacher Preparation
• globe Students calculate the area of one of the grid squares on the
• icosahedron vity Shee t: map (1 million square kilometers). Next, students calculate the
Cut out and fold a copy of Acti actual area in square kilometers of each continent, using the
Dymaxion Map into the icosahedron information in their recording table (multiply that number by 1
re.
approximation of the world’s sphe million). Compare students’ estimates with data from the table.
Were their estimates close to the actual areas (within a million sq.
km)? If not, what could have caused the errors? Request all small
groups share their continent
Data on Area of Each Continent in Square Kilometers list from largest to smallest
with one another and discuss
CONTINENT Area in Square Kilometers (Sq. Km) % of Total Land Area on Earth
differences. Identify where
All continents combined 148,429,000 Sq. Km 100% Antarctica should be ranked
on the list as a class and
Asia (including the Middle East) 44,579,000 Sq. Km 30.0%
discuss if it is bigger or
Africa 30,065,000 Sq. Km 20.3% smaller than Europe.
North America 24,256,000 Sq. Km 16.3%
South America 17,819,000 Sq. Km 12.0%
Antarctica 13,209,000 Sq. Km 8.9%
Europe 9,938,000 Sq. Km 6.7%
Australia (plus Oceania) 7,687,000 Sq. Km 5.2%
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